AS FINALIDADES EDUCATIVAS ESCOLARES IMPLÍCITAS NA DECLARAÇÃO DE SALAMANCA E SUA MATERIALIZAÇÃO NAS POLÍTICAS PÚBLICAS PARA A INCLUSÃO ESCOLAR NO BRASIL

Abstract

This dissertation was developed within the research line Education, Culture, Theories and Pedagogical Processes of the Postgraduate Program in Education - Academic Master's Degree from the Faculdade de Inhumas. We start from the premise that the Salamanca Statement, which presents the idea of inclusive education as education for all, influences Brazilian educational policies aimed at school inclusion, being related to a global economic project. Thus, we focused our efforts on answering the following question: have the school education goals implicit in the Salamanca Statement been materialized in public policies for school inclusion in Brazil? Thus, the general objective was to highlight the school educational goals implicit in the Declaration of Salamanca. As specific objectives, we listed: to present elements that demonstrate the process of internationalization of educational policies in Brazil and its relationship with the school educational purposes aimed at school inclusion; to contribute theoretically with reflections about the concept of school educational purposes; and to analyze the Salamanca Statement, with the concept of school educational purposes as theoretical support. The methodological procedure followed two paths: a literature review and a document analysis. The literature review aimed to contextualize the object of study in the set of productions published in the Theses and Dissertations Catalog of the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Coordination for the Improvement of Higher Education Personnel) and to identify the research related to the theme. The discussion on educational purposes was based on Fiala, Freitas, Lenoir et al., Libâneo, Noddings and Pessoni. The documentary analysis focused on the Salamanca Statement, in order to highlight the evidence of educational purposes in this document, emphasizing how they were materialized in the educational public policies in Brazil. For qualitative data collection and analysis, we used the content analysis proposed by Laurence Bardin. The analysis pointed to the existence of evidence of educational purposes in that declaration and in the Line of Action on Special Educational Needs, proposed by this document, which aims to define policy and inspire the action of governments, international and national aid organizations, non-governmental organizations and other bodies in its implementation. However, inclusive education is discussed considering the neoliberal vision, in which the school becomes a company that promotes competition for all, including those with special educational needs, reducing their rights to the search for a standard of normality, aiming at competitiveness and meritocracy. Moreover, the neoliberal principles of individualization of the right to education remove from the State the responsibility to guarantee good to all individuals, making them responsible for their choices and blaming them for their defeats, exempting the exclusionary processes of schooling from the causes of school failure. To face this process, we understand that an education with a vision based on the cultural-historical theory is necessary, aiming at a curriculum of educational experiences, that is, the formation of individuals by means of sociocultural experiences lived in educational situations.